The Council of Europe defines that gender equality means identical level of responsibility, visibility, autonomy and participation of both sexes in all the public and private spheres of life. Sexual and gender-based violence is defined as the violence applied against a person because of his/her gender or sex, including sexual abuse and harassment, rape, domestic violence, etc. Although everybody could be equally affected, women are the prime victims of this type of violence. In times of globalization, we are more interdependent to these extraordinary but dangerous tools called internet and social media. The easy accessibility to them nowadays comes associated to a non-controlled ambiance where a wide diversity of people can enter and share a huge range of opinions and ideologies. It is in this context where the hate phenomena raise as a result of different ways to understand life and, with this line of thoughts, the hurtful cyber violence appears as well. As reported by the EIGE, 1 out of 10 women in Europe have suffered some type of cyber violence.Talking about discrimination based on sexual orientation, a lot of people from LGBTIQ+ communities all around Europe cannot even expose or express themselves because they often suffer violent attacks. It was reported by the EU LGBT survey that 47 % of people from this community have felt discriminated or harassed because of their sexual orientation in the previous year. Migrant women face challenges as both migrants and women, suffering a double disadvantage. In the case of conjugal violence, women tend to be more reluctant to denounce her partner when her legal residence status is dependent on him. In addition, often conjugal violence is not treated as a critical case by the authorities, as they could be attributed to cultural differences. We all are regularly exposed to everyday sexism without being aware of it. We are extremely used to these situations or set phrases that are simply seen as social constructs that we usually acknowledge as being normal. The headlines in the media are often condemning the crimes that end up with a dead body. Nevertheless, they do not analyse the base of this phenomena, established over a society that see everyday sexism as “normal”.Research carried out by Foundation of Knowledge (FK, Hungary), Permacultura Cantabria (PC, Spain), Olemisen Balanssia ry (OB, Finland) and Oriel (Italy), in which alarming figures were found regarding gender inequalities in their counties, has motivated to create a Strategic Partnership and to give life to the project “AMORE: Adults´ MicrOmachismo ReEducation”. Its purpose is to face everyday sexism of those who suffer the most (adult women, adult people of the LGTBIQ+ community and women with an immigrant background) in various media, especially in the digital world.The goals of this project are to build awareness and to empower adult people to start recognizing everyday sexism and to prevent it. Participants will gain information, abilities and tools to notice everyday sexist situations and they are going to learn how to change them.AMORE is directed towards 4 adult trainers from each of the 4 organizations, who will transmit through internal workshops the knowledge and tools acquired to the adult learners in their organizations and communities. Each participant organization will also count with a project coordinator and a dissemination manager. The project will consist of:Participatory Visit to Hungary: FK will transfer its best practices (BP) for the recognition, prevention and confrontation of everyday sexism in adult women, as well as tools to prevent gender-based violence and social problems based on prejudices and stereotypes. OB will transfer its tools and BP related to everyday sexism towards immigrant women, people from the LGTBIQ + community and adult women in general. Oriel will transfer its tools and BP regarding everyday sexism in the media, with a special focus on the internet and social networks. They will also transfer inclusive and non-violent communication tools in social networks.The course organized by PC will compile all the knowledge obtained during the project and will incorporate the BP and tools gathered in the participatory visit. The aim of this course is that the adult trainers of the participating organizations would be able to reproduce it within their adult learners, empowering them with helpful tools to face sexist practices.To summarize the expected impact, we strongly believe that the participants will improve their perception about everyday sexism, and will have a good collection of methods to empower adult learners to confront everyday sexism practices in different contexts and communities. We expect to promote the inclusion of adult people from the LGBTIQ+ communities and immigrant backgrounds pursuing real conditions of equality among adults, with a special emphasis on combating everyday sexism in the media.

<< Background >>The percentage of low-skilled jobs in the EU is expected to decrease by nearly 30 % between 2015 and 2025 (Cedefop, 2016). This means that today’s jobs require better skills and more education since the future of the workplace will become even more basic skills dependent.Learning to learn skills affect work life and the duration of employment shows that learning difficulties limit individual capabilities, reduce productivity and prevent innovation. Recent research shows that adults with poor skills are less likely than the more highly skilled adult to engage in education programs designed to improve their skills.Migrants and refugees are overrepresented in unemployment statistics in most European countries. Adult migrant learners are often disadvantaged adult learners and learning to learn becomes even more ambitious in its purpose, as for this group of adults, learning must become learnable. So ‘learning to learn’ means actually more than just a key competence for work and life – it actually means a pathway to learning for adults who are struggling with learning. The better is the progress for adult migrant learners in all kinds of learning activities, the better are the chances for further education or access to the job market. According to Cap Ulysse (France), Olemisen (Finland), Prios Kompetanse (Norway) and Orient Express (Austria), 4 organisations committed in training Migrant learners and other project stakeholders working in the field of migrant adult training, there are some undefined skills missing among many adult migrant learners, which are important skills to make the most out of their learning opportunities and working life. We call them “learning to learn” skills to broaden the established definition of basic skills. From our preparatory work, we see that trainers/teachers in adult migrant training need new approaches and tools, adapted the current situation, in order to train learning to learn skills, as well as to better implement those skills as part of all trainings. The lack of certification to qualify trainers/trainers for such training provides very varied outcomes for migrant learners. By designing a common certification the project aims to improve the quality of the training offer for a better inclusion of adult migrants in the labour market.<< Objectives >>S.K.I.L.L.S 4 work partners are adult learning providers, having experience in training migrants and refugees in different topics and subjects. The main objective of the project is to improve the quality standards among trainers in adult migrants education, empowering them to implement needed “learning to learn” skills in their training and teaching in order for adult migrant learners to maximize their learning process. With this project we wish to improve the quality among trainers involved in adult migrant training. The project aims to- Design 4 curriculum for trainers within a learning to learn approach for their learners.- Create a powerful web-based resource centre with learning modules, tools, guidelines and external resources to support adult migrant trainers - Agree on a certification for trainers based on common criteria, in order to allow Adult training centers to certify their staff with the 4 curricula<< Implementation >>Partners will design the frame and the contents of 4 curricula on the following skills: ”Oral and intercultural communication skills”, “Autonomy on the learning process skills”, “Basic Digital skills” and “Relation with others in a learning context skills”.The project partners will conduct a Learning Teaching Training Activity for 8 trainers to learn the developed tools and methodology.Each partner will conduct a local pilot to implement learning to learn skills among 10 adult migrant learners. All resources will be available in an Open Education Resource : the project’s Online Resource Center, in 5 languages.Once the 4 curricula will be enriched with the pilot feedback (PR1), a transnational certification based on common criteria will be tested by each trainer among 10 learners. A final certification will be available for partners and stakeholders.3 onsite transnational project meetings and 13 web-based meetings are scheduled for the general coordination of the project.In order to achieve longer term benefits, the project partners will make 4 multiplier events in all partner countries with 100 stakeholders, such as adult learning centres, adult trainers in different positions, educational unions and umbrella organisations, NGO and volunteer organisations in the Migrant field of work, municipalities/local authorities, and migrant organisations.<< Results >>The project will develop three outputs. PR 1 - Learning to learn Skills: 4 trainers curricula based on a needs analysis will be developed, tested at local level with 40 migrant learners, improved and translated (English, French, Finnish, Norwegian and German). PR 2 - Support for Training: The Online Resource Center will be designed and developed, and all project’s resources will be available on the platform together with collected material from stakeholders. PR 3 - Trainers quality standards: common certification criteria will be designed and an assessment tool will be created and tested during a local certification test, involving 8 trainers and 40 migrant learners in total. The certification will be improved and translated (English, French, Finnish, Norwegian and German).For the trainers the project will: -Empower their skills and knowledge within the Learning to learn approach, -Enhance their confidence and their motivation at work during the exchange of practice and the LTTA-Recognize and value their abilities within other adult education centers, through a formal certificationFor the learners, the project will strengthen their oral and intercultural communication skills, their autonomy on the learning process skills, their basic digital skills and their relation with others in a learning context skills. The learning to learn approach will facilitate their future learning acquisition. By facilitating their learning process we aim to facilitate their language proficiency, their access to qualifications, their network and their inclusion in the labour market. The success of the project results will allow partners to increase stakeholders and policy makers’ awareness on the importance of Learning to learn skills, for a better inclusion of migrants not only in the labour market but also in their environment.For the partnership and associated partners, the project will raise their credibility thanks to the research of the innovative approaches and the delivery of a transnational certification. It will improve their efficiency in supporting migrants with new methods/approaches. It will give their staff new professional development opportunities and motivation by involving them in collaborative work with other European organisations active in a common field. It will boost their will to cooperate at local and European levels with new stakeholders creating potential synergies and new opportunities.

Our school is Kadıköy Abdülhamid Han VET High School, which is located in Efeler district of Aydın. Our school has Food and Beverage Services and Accommodation and Travel Services areas. Due to the fact that our school was newly opened, it has deficiencies as infrastructure, promotion, equipment, workshops etc. Our school continues its way by analyzing the tourism potential and needs of the environment. Our students receive vocational theoretical training in our school for 6 months and begin their internship for next 6 months. At the end of 4 years, the owner of the workplace certificate graduates as an international professional. In this educational journey, we have a staff who are open to learning, expert in their fields, innovative administrators and teachers. Our staff provides training to 200 studentsOur students are family children whose economic status is below the minimum wage. Dispersed families are prone to dropout due to economic difficulties and failure. The best part of our students is that they want this profession voluntarily. With the aim of contributing to international tourism, keeping up with innovations and eliminating prejudices, we decided to research the Vegan Nutrition System, which takes its place among 21st century nutrition trends, with young people who are passionate about this professionVeganism is a way of life that opposes the exploitation and use of animals. Vegan diet has increased by 350% in the past 10 years with the effect of religion and lifestyle. 17% of the population of the Netherlands stated that it reduced vegan consumption and 25% of the meat consumption. These statistics are followed by Greece and the United Kingdom as fastest growing countries. It has been determined that 59% of the European population are also doing research on this diet.However, the food and beverage industry could not complete its preparations. International staff trained as experts in many fields of food and beverage services fall short in Vegan cuisine. Varieties and presentations of plant-based foods need to be increased. Seeing this gap in the industry, we want our students to be informed about vegan nutrition, to learn new products, to overcome their prejudices arising from religion or lifestyle, to experience vegan guest behavior and service and to get a new moduleA boutique restaurant with our partners Finland, Greece, Ireland; Preparation and presentation of soups, main meals, snacks, appetizers, pastries, breakfasts, desserts, yoghurts, cheeses, etc, and preparing a common menu constitute the main basis of our project. An E-learning platform where we can publish our common vegan restaurant menus, recipes and works, which are the products of many cultures prepared, will be created. All the knowledge and experience gained will be brought together into a digital vegan module. Awareness will be raised on a significant shortcoming of our curriculumThe prejudices of our students who are involved in this experience in vegan nutrition will disappear. Respect for human rights, personal preferences, religions and self-confidence will increase. Their innovative knowledge flow in a little-known diet will increase their belonging to the school, which will bring along success. The increase of their professional knowledge will enable them to love their jobs and become the sought-after employees in the sector. Increasing added values will also increase their employment in direct proportion. Our good cooperation with the industry will turn into perfection. The industry will take its share from this benefit aswell. There will not be any more shortage of international staff. Students who provide internship and employment will transfer the information they have learned from their source and make the hotels, restaurants etc. enterprises preferred. The spirit of entrepreneurship will develop. Guests who are vegan will receive service without prejudice and in accordance with their systemOur school will contribute highly to the catering curriculum by learning a new nutrition trend from its source. Our digital vegan module, which includes vegan restaurant menus prepared with our partners, will be delivered to all VET High School teachers and students in our country from the e-mail of the MNE, General Directorate of VET. We will open stands in the first and only vegan festival “VegFest” which is made in Turkey's Aydin province Didim district, presenting our project site promotions and intellectual outputs that will meet with visitors. The results and outputs of our project will be shared with E-Learning platform, modules and menus in Aydın, food and beverage establishments, schools providing education in this field, meb managers, institution managers, seminars, promotion and workshops. These works will be carried out in our school and our stakeholder, Aquasis Deluxe Resort & Spa Hotel. A wide audience will be reached all over the world by encouraging the unlimited use of the E-learning platform

<< Background >>Different research studies (Courtenay y Perera, 2020; Amaral, de Vries, 2020; Ameis et al., 2020) show the negative effects COVID19 is bringing up for autistic people, in areas such as physical and emotional health, employment, family context, and the risk of loss of social skills and development setbacks. Therefore, it is urgent to address the need of designing /reinventing educational services delivery using on line/virtual tools. First observations (Narzisi, 2020) on already developed online attention initiatives, showed up that communication and cognitive difficulties of people with greater support needs, is an extra barrier towards an effective online support implementation.These barriers in accessing digital technologies are mainly caused by a lack of accessible tools; lack of competences (teachers, people with disabilities and their families); poorly adapted educational methodologies; and few technological resources. More specifically, digital tools are often designed for the general population without taking into account the needs of autistic people with lower cognitive levels (levels 1 and 2, according to the American Psychiatric Association, 2013). Tools adapted to the cognitive needs of such individuals through the incorporation of easily readable texts, and use of pictograms and graphic resources are strongly required.Such needs are similar to in relation to training, capacity building and online care methodologies. Another important obstacle is the lack of skills for the use and management of digital technologies by the professionals who attend them, for which adapted training is also required. In this sense, autistic people with lower cognitive levels need to improve their digital skills in order to bridge this gap and successfully use digital resources and technologies. Likewise, support and training for families is also essential. In addition, many autistic people and their families lack from the technological resources to autonomously access digital services such as online training and care.The GAMESS project is in line with the Decree-Law No. 3/2008 and the goals of special education in Denmark. Since 1993, public schools in Denmark, Folkeskolen, have been obliged to differentiate education according to students’ needs in general and not by transferring students to special needs education. However, the development has shown that there is a need for tools to help schools to engage with ordinary teaching to really differentiate the use of methods, educational materials and curricula for students with differences in development, abilities, language and culture. (https://www.european-agency.org/country-information/denmark/systems-of-support-and-specialist-provision). Similarly, in Finland, inclusion is the official educational policy, and since 2018, a new systematic way of organizing support, a so-called three-tiered support model, has been implemented. Rehabilitation and new technology give more opportunities for early rehabilitation and Finland puts attention for new possibilities. For CZA and Miradas organisations, actively working with children with autism, the main motivation to join this project is related to the need to improve quality of life of their students with ASD and fulfil one of the rights from Convention on the Rights of the Child which is related to achieving fullest possible social integration and individual development. STANDO offers teacher trainings to teachers from all over Europe, therefore, this project will help them to bring together the skills of such a diverse set of partners in creating new curricula and expanding their training offer.At the same time, through an exchange of good practices and ideas they will gain valuable knowledge and experiences which will not only contribute to the personal and professional development of their staff, but also to the creation of an innovative and comprehensive training package<< Objectives >>One of the characteristics of children with ASD, ADHD, learning disabilities and other neurodevelopmental disorders is social skills deficiency. Given the idiosyncratic difficulties in the social and emotional understanding of pupils with ASD, teachers may face considerable difficulties in managing their needs, thereby affecting the quality of the teachers’ relationship with these pupils (Emam and Farrell, 2009). Within this context, and considering how important learning social skills from an early age is, and the challenges teachers can face, we propose a project with target group general pre-school /primary school teachers that have in their mainstream classes children with ASD, with the following objectives:*To design, test and publish an innovative Educational Package on GBL for mainstream education teachers (primary school) *To design and create a variety of games- a VR game, and a booklet with a number of group classroom games that promote social skills development in children with autism but also in their neurotypical peers*To deliver a training course to train general primary teachers on GBL and how to use and create a variety of games to teach social skills to children with autism in the mainstream classroom<< Implementation >>The mission of the project is to develop a GBL package for Social Skills specially designed for young children with autism. An integrated approach will be used to accomplish this task. The consortium will start by creating the Social Skills Curriculum (IO1) for primary school teachers complemented by 2 types of games- VR game (PR2), and group classroom games (PR3), as an educational package, which will set up the pathway for teachers effectively teach important social skills to students with autism. Apart from the aforementioned project results, 1 5-day LTTA (C1) will be organised for teachers. During the C1 training the teachers will be trained on how to utilise the PRs to teach children with autism social skills they need to integrate in the community. All PRs will be pilot-tested on the teachers during the LTTA. The pilot testing of the developed PRs will start after the completion of their drafts to allow improvements and modifications during the C1. The teachers with the completion of the training event will give feedback with suggestions for improvements. Besides the PRs and the LTTA, 5 ME will be organised towards the end of the project to disseminate the project results.<< Results >>The project outcomes are directly linked its project results and activities carried out within the project implementation period:1. Project Results: The GBL for Social skills Curriculum, a VR game promoting socials skills, and a booklet with group classroom games promoting social skills, all interconnected. 2. LTTA: 1 training activity for teachers (3 from each country +another 3 at local level) and therefore, at least 18 teachers trained to use GBL (including VR technology) to teach social skills to children with ASD in the mainstream classroom3.5 multiplier events to promote the project, its results and outcomes among teachers and other stakeholders (organisations for people with SEN, teacher organisations, SENCOs, policymakers, and reformers) (E1-E5)Other expected outcomes of the project include:-Each partner will have the opportunity to learn about different aspects of GBL as well as VR technology as an educational tool, as practiced in each partners’ country, exchange good practices and experiences, develop common recommendations and guidelines and improve their competencies in the field of GBL and teaching social skills to children with ASD.-Formation of friendly relations between teachers from Denmark and the other partner countries, exchange of experiences and challenges they face and mutual support regarding the social inclusion of pupils with autism in the mainstream classroom-The project will facilitate the collaboration between key people (trainers, specialists, experts, representatives of local authorities) and teachers from each partner-The project will facilitate the social integration of children with ASD in the mainstream classroom-European international mobility of project participants (field professionals, representatives of target groups) -Social media campaigns -Project participants’ language and social competencies through active transnational communication and participation in project activities-It will raise autism awareness at local and EU levelIt is expected to improve children with ASD’s and their neurotypical peers’ social skillsAdditionally, the project also foresees a set of project management, dissemination, monitoring and evaluation, and coordination results. Once the project is completed the partnership will disseminate its results and will transfer the developed practices and educational products in other contexts and educational fields. Moreover, the PRs will be used in partners' institutional activities with other teachers working with children with ASD.

<< Background >>Digital skills have an increasing impact in work life and on all aspects of daily life, from school to employment and from health care to social life. We have seen this very specific during the “corona” crises, in terms of mastering digital tools, to decide if information in media and social media is true or false etc. Digital skills also effects work life, both employees’ employment ability and SMEs digital transmission capacity. Limited skills also reduce productivity and prevent innovation. Recent research shows that adults with poor digital skills are less likely than more highly skilled adults to engage in education programs designed to improve their skills. The Commission proposes a Digital Compass to translate the EUʼs digital ambitions for 2030 for digitally skilled citizens and highly skilled digital professionals into concrete terms. By 2030, at least 80% of all adults should have basic digital skills, and there should be 20 million employed ICT specialists in the EU – while more women should take up such jobs;.One important factor to achieve those ambitions is to identify and create concrete learning opportunities to close the gap in use of digital technology at workplaces. The gap has growth the last decade since many have work which does not improve the digital competence. Especially men working at SMEs where work does not give them opportunities to develop their digital skills to match the digitalisation development in work life are in danger. The SMEs management and educator of digital skills are the most important factor to close the gap. Management by being able to recognize their SME don’t give their employees necessary opportunities and realization of how better digital skills among their staff positively ma affect their business. And educators are important for creating tailored digital skills training which meet both employees and employers needs.<< Objectives >>This project will work to identify and create concrete learning opportunities to close the gap in use of digital technology at SME workplaces. Project target group is adult educators and management in SME companies.The project aims to:•broaden project partners’ expertise to develop educational methods for providing different digital skills training to working people at their workplace. •develop mapping tool for SME to measure and judge its ability to give their employees the opportunity to develop their digital skills at workplace•help companies analyze their workers needs for digital skills and create and implement an educational program to improve their workers digital skills competences. •motivate for how digital skills development can empower employees to take part in digital transmission processes in their workplace •develop a complete toolkit for all involved in facilitation ongoing improvement of digital skills among SME employees.<< Implementation >>Each partner will conduct a pilot in collaboration with one SME occupation, with digital skills training, where the developed methodology package will be tested in all countries. The partners will cover different occupations in order to create better transferability.One joint staff training will be done and one multiupliar event in all partner countries<< Results >>The partners expect to broaden its expertise to develop educational methods for providing different digital skills training to working people at their workplace.The project will develop three outputs with following results Output 1-Measurable criteria to map employees’ situations for digital skills development (-Web-based Mapping tool made to measure employees’ situations for digital skills development Output 2-Developed material which gives added value to managements and educator’s preparations for facilitating digital skills training. -Pilot training have positive effect for learners’ digital skills. -A handbook description good practise for facilitating digital skills training within 5 different occupations is made and also made available in digital version Output 3-A Resource centre which is seen as important and useful source to support stakeholders and educators involved in digital skills learning.